THE OUT-OF-DOOR ACADEMY CURRICULUM GUIDE. Table of Contents

THE OUT-OF-DOOR ACADEMY CURRICULUM GUIDE Table of Contents Mission Statement... 2 Philosophy... 2 Graduation Requirements... 3 Program of Study Planning... 3 Honors and Advanced Placement Courses... 4 Art... 6 Theater Arts... 9 English... 10 Journalism and Yearbook... 12 World Languages... 13 History... 17 Mathematics... 20 Music... 23 Physical Education... 25 Science... 26 Independent Study... 29 Notes... 30 The Out-of-Door Academy does not discriminate on the basis of race, creed, color, religion, sex, age, gender, or national origin. The Out-of-Door Academy is an Equal Opportunity Employer, M/F. 1

The Out-of-Door Academy Mission Statement Our mission as an independent, college-preparatory school (PreK-12) is to provide an environment in which students strive to achieve high academic goals and to build character through a balanced program of academics, athletics, and the arts. Philosophy Through a program grounded in the liberal arts, our faculty seeks to prepare students for colleges and universities well suited to their abilities and aspirations. Our dedicated and caring faculty offers students individual assistance and guidance. Out-of-Door Academy is committed to an educationally excellent environment where: STUDENTS 1) become confident, self-sufficient, self-directed learners who develop a love of learning; 2) demonstrate an enthusiasm to learn; 3) reach high and are encouraged to surpass their own previous standards of performance. FACULTY 1) set high, reasonable standards and then inspire, guide, and lead students to achieve them; 2) offer a developmentally appropriate academically balanced program; 3) present a variety of learning opportunities and cultural experiences in and out of the classroom; 4) provide for interdisciplinary and multicultural learning by using varied teaching methods and performance appraisals. STUDENTS, FACULTY, AND PARENTS 1) exhibit integrity and respect; 2) set a tone that is serious, challenging, structured, and disciplined; 3) interact with one another to nurture success; 4) establish a culture or excellence in academics, athletics, and the arts. 2

Graduation Requirements The graduation requirements are outlined below. Any student who enters The Out-of-Door Academy after grade nine must provide his or her official transcript from the previous school. The Out-of-Door Academy reserves the right to have students take courses similar to those that may have been taken elsewhere if deemed necessary or desirable for fulfilling our requirements. Please Note: Out-of-Door Academy diplomas are given only to those students who have successfully full-filled the graduation requirements and who have passed all of their courses by the end of senior year. SUBJECT English Math Science World Languages History Fine Arts Health/Personal Fitness Electives Community Service REQUIREMENT Four Credits Four Credits (through Algebra II) Three Credits (Biology, Chemistry and Physics are required) Three Credits (through the third year of one language or two credits in two different languages) Three and one half Credits (World History I, World History II, and American History, and Issues of Contemporary Society) One and one half Credits One credit (9th grade Personal Fitness is a state mandate) Two and one half Credits 20 hours per year A minimum of six courses per semester is required for grades 9-12. Please note that credits are earned for courses taken in grades nine through 12 only. Planning a Program of Study Advising System The purpose of the advising system is to ensure that each student receives individual attention, support, encouragement, and guidance throughout his or her career at Out-of-Door Academy. Further, we hope to instill a sense of community within each advisory group, each grade, and ultimately the school at large. The advisor is the first contact when parents wish to inquire about the student s academic or social progress. The advisor is instrumental in ensuring that each student feels a sense of belonging at the school and is aware of and engaged in the programs offered here. The advisor monitors and guides the student s involvement in all areas of school life and promotes the student s growth and development by helping the student find the appropriate balance and breadth of challenges. Upon enrollment, every 7-12 student is assigned a faculty member as their advisor. This faculty member sees his or her advisees throughout the week at assemblies and informal once-a-week meeting. The advisor may meet informally with an advisee whenever necessary. By referring to the graduation requirements outlined on the previous page, students, along with advisors and parents can map out an anticipated academic program over their years at Out-of-Door Academy. Students are encouraged to discuss their progress and future courses with their advisors, teachers, or department chairs. Our goal is for each student to be placed in the classes that present the appropriate challenge at that point in his or her educational development. While each year there are required courses to take, there are also electives and some options to consider. In the 3

spring, returning students are given course selection forms along with access to the Curriculum Guide for the following year. The expectation is that students and parents review this information together and consider the courses most appropriate to take for the coming year. The scheduling of courses is done over the summer, and individual student schedules are distributed before the opening of school. The forms are grade specific and each lists the requirements and prerequisites for each grade and course. Please note: Out-of-Door Academy reserves the right to cancel any course due to insufficient enrollment. Some upper-level courses and electives may be offered in alternate years. Students will be notified if they need to make an alternate selection. Honors Sections and Advanced Placement (AP) Courses Courses in some subjects may be offered at the regular, honors, or Advanced Placement (AP) level. The honors section of any given course requires its students to work at a faster pace and exposes them to more difficult material than a regular section of that course. Each department is most concerned with placing students in courses where they will continue to develop intellectually at a pace that is conducive to honing their individual skill level. The placement process involves careful assessment of each student. Thus, each department will take into consideration the following criteria to determine proper placement: Pre-requisite classes Teacher recommendation Previous semester, year, and semester exam grades as determined by department A clear display of strong critical faculties and a proficiency in targeted skills Work ethic and classroom deportment A passion for the subject Course load Responsibility Standardized testing scores Note: New students will be required to meet the same standards and provide pre-requisites in individual meetings with the department head or a department member. An AP course is a college-level course that follows a curriculum designed by the College Board. Each course culminates in an examination given in May that provides students with an opportunity to earn college credit. All students who enroll in an AP course are required to take the AP exam for that course. Because of the demanding nature of AP course material and the high level of discipline and commitment required by the student, students must meet the criteria outlined by each department to be enrolled. The placement process involves careful assessment of each student to determine whether these criteria have been met. Student performance, progress, daily attendance, preparedness, and class participation are all considered when making this determination. At the Out-of-Door Academy, each Advanced Placement Class instructor is authorized by the College Board to teach a rigorous course that requires students to work at an advanced pace. Thus, in order to complete a specified curriculum, at any point during the year, if in the judgment of the department a student is not doing acceptable work or accumulates an excessive number of absences or becomes an impediment to the progress of the class, that student will either be asked to withdraw or be placed in a regular section of the course. Each department is most concerned with placing students in courses where they will continue to develop intellectually at a pace that is conducive to honing their individual skill level. Thus, each department will take into consideration the following criteria to determine proper placement: Pre-requisite classes Placement test, portfolio, or audition Teacher recommendation Previous semester, year, and semester exam grades as determined by department A clear display of strong critical faculties and a proficiency in targeted skills Work ethic and classroom deportment A passion for the subject Course load Responsibility Standardized testing scores Additional Criteria for consideration in AP Spanish Language is as follows: Non-native speakers who enroll in this course must have outside experience or a previous language immersion experience. Note: New students will be required to meet the same standards and provide pre-requisites in individual meetings with the department head or a department member. 4

While the student is an important part of this process, and the student s request are carefully considered, placement decisions for all courses are made by teachers, the department chairs, the Academic Dean and the Upper School Head and are not finalized until after the end of the academic year, once the student s final grades and reports have been reviewed. Qualified students will not be denied an opportunity to take an honors or AP course, though parents and students are reminded that enrollment in these courses is selective, especially for AP courses, the curricula for which are designed for those students who have demonstrated the ability, motivation, maturity, and self-discipline to work on the college level for the duration of the course. Please note: Because honors and AP courses require students to work at an advanced pace in order to complete a specified curriculum, at any point during the year, if in the judgment of the department a student is not doing acceptable work, accumulates an excessive number of absences or becomes an impediment to the progress of the class, that student may be removed from the class or moved to a regular section. Please note: Final acceptance to college is contingent upon proof of high school graduation and receipt of final transcript and senior grades, including AP exam results. AP scores will be sent to the college of choice along with final transcripts. Final Note: Students may not enroll in more than two Advanced Placement (AP) courses per year without academic dean approval. 5

Art All of the art classes are based upon the following disciplines: Production - creating or performing History - encountering the historical and cultural background of works of art Aesthetics - discovering the nature and philosophy of the arts Criticism - making informed judgments about the arts Visual Art 7 Students will expand their basic understanding of making and appreciating art. We will explore artists past and present as well as artistic concepts. An introduction to the elements and principles of design, composition, color theory, art history and characteristics of various art mediums. Art projects will be linked to topics in other disciplines to enhance the learning experience when appropriate. Visual Arts 8 As we explore different art mediums we will learn to build on our creative strengths, see potential in every choice and problem solve. An appreciation for art and art history will be introduced as well as regularly visiting galleries, museums and art online. Additionally students will find themselves appreciating art through art concepts, exploring famous artists and learning about art in our own community. Art projects will be linked to topics in other disciplines to enhance the learning experience. The focus of the visual art courses is on the inquiry method of teaching and learning that emphasizes higher order critical thinking skills and problem- solving. Students are required to analyze, synthesize, explain, justify, criticize and make critical judgments about their own work of art and the examples shared in our discussion group. Drawing One semester Course... ½ credit This course teaches basic drawing skills and techniques from direct observation. Direct observation for this course is defined as drawing from still life, landscape and architecture. Students will explore measurement and perspective, the representation of form and space, value, volume, light and shadow. Verbal skills are developed through critiques and class discussions. Advanced Drawing and Painting One semester Course... ½ credit Prerequisite: Drawing, Painting. This course is designed for those students wanting to further improve their painting and drawing skills. The student will continue to explore various techniques through different mediums and subject matter. Students will study foreshortening, perspective, light sources and shadows, along with various ways to mix and use color. Students may choose their own focus of drawing or painting, or can pursue both subjects. Painting One semester Course... ½ credit Prerequisite: Drawing or instructor permission This class introduces fundamental painting principles, methods and the use of materials. Students develop perceptual abilities, sensitivity to color, and compositional ideas within the context of still life, portrait and landscape subject matter. Art History One semester Course... ½ credit This class is designed to familiarize students with the different mediums and genres of art. Additionally, students will learn how to speak and write critically about the art they encounter. Further, the understanding and perception of the elements of art and the principles of design are studied in drawings, paintings, graphics, and sculptures. Important periods of art history are presented by lectures and visual aids. 6

3-D Art One semester Course... ½ credit In this course students will learn various traditional and contemporary sculpture techniques. Through individual hands-on projects, they explore three-dimensional form through a process that includes sketching, model making, and the use of a variety of tools. Students will develop the skills of critical evaluation in critique sessions and class discussion, and they will also explore historical references and antecedents through the use of audio-visual materials. Art Foundation One semester Course... ½ credit This course offers a foundation for all students interested in a general creative experience. In this course, students learn to recognize and use the elements of art, line, form, space, texture, color and light, while experimenting with a variety of materials and techniques. Computer Graphics One semester Course... ½ credit This class explores art used to communicate ideas by combining images and text. Students join together the knowledge of design elements with typography, technology and image. Class projects range from traditional hand-made designs to computer generated visuals using Adobe Photoshop and Illustrator. Exploration Through Drawing and Painting One semester course... ½ credit Prerequisite: Advanced Drawing and Painting, and instructor approval This course is a self-directed, self-paced class (instructors approval) in which the student pursues drawing, painting, or both skills into their own personal vision. A student may focus on a specific artist or time period, a specific technique or style, or may want to create a concentrated series of works. This class is for students focused and self-motivated. Photography I One semester Course... ½ credit Prerequisite: teacher and parent approval Lab Fee: $50.00 Students supply their own 35 MM manual or digital 35MM camera and photo printing paper This course aims to introduce students to photographic practices and techniques within a creative studio environment. The primary objective of the course is to provide students with intensive hands-on technical experience with B&W photography while also familiarizing them with the critical and theoretical debates surrounding photography in general. The students are given an introduction to the tools, procedures, concepts and application of photographic imaging. Students will use cameras, meters and digital editing to meet the requirements of a series of assignments. These assignments are designed to develop specific skills, competencies and points of view and to stimulate the students' creative capacities for personal expression, communication and selfunderstanding. Photography II One semester Course... ½ credit Prerequisite: Photography I and teacher and parent approval Lab Fee: $50.00 Students supply their own 35 MM manual or digital 35MM camera and photo printing paper This course provides an introduction to advanced techniques, tools, procedures and concepts of photographic imaging, with an emphasis on using more advanced techniques. Several "alternative" techniques and processes will be discussed and demonstrated. Students will make images for a series of conceptually advanced, project/series-oriented assignments to stimulate the student's creative capacities for personal expression, communication and self-understanding. 7

Photography III One semester Course... ½ credit Prerequisite: Photography I & II, teacher and parent approval Lab Fee: $50.00 Students supply their own 35 MM manual or digital 35MM camera and photo printing paper This course is a continuance of advanced techniques, tools, procedures and concepts of photographic imaging, with an emphasis on photography as a fine art. Students will be required to create images for a series of conceptually advanced project/series-oriented assignments. The objective of this course is to stimulate the student's creative capacities for personal expression, communication and self-understanding. Introduction to Printmaking One semester Course... ½ credit This course is an overview of a wide range of printmaking techniques with a closer introduction to four: Monotype, Woodblock Printing and Linocut, Embossing. The emphasis of the course is on learning the principles and developing and mastering basic techniques, with attention to the design of the composition. The approach includes working both from objective reality and subjective imagination. Ceramics I One semester Course... ½ credit Prerequisite: Art Foundation Ceramics I is a class designed for students who have an interest in working with clay, and gives students experiences in making functional as well as sculptural pieces, using a variety of techniques. This course will exercise the students knowledge of the basic formal elements of 3D composition. Ceramics I will stretch the students minds and encourage them to connect form with function and concept with craftsmanship, tools, and materials. Pre-AP Studio Art Prerequisite: Teacher portfolio Review and parent approval Grades 10-11 Pre-AP Studio Art is about solving visual problems in color study, composition, and design. Students become aware of the AP Portfolio exams. Students are encouraged from the beginning of the class to formulate ideas for their Quality / Breadth / Concentrations and, where allowable, to start working on those ideas. Students are required to complete 12 pieces that are Breadth portfolio submission in preparation for taking an AP Studio Art course during the following year. The prerequisite for Pre AP Studio Art consists of a portfolio review, teacher recommendation, and parental permission. AP Studio Art Prerequisite: Teacher portfolio Review and parent approval AP Studio Art is created to show the strength and proficiency of the art student. This class and curriculum is designed for the serious art student. Students in this class should be considering a major or minor in the visual arts. The AP Studio Art class is taught as a first year college studio arts class. The final portfolio will be a representation of the student s knowledge, application and exploration of different artistic techniques, media and concepts. Also, the ability to express a personal vision, investigation and growth will be established in this portfolio. 8

Theater Arts Introduction to Theater Arts I and II Grades 7-8 Introduction to Theater Arts is intended to be a broad overview of different disciplines within Theater Arts, such as stage and film, covering issues as diverse as acting, technical theatre, theater history, theater structure, public speaking/performance, and theatrical criticism. Students will explore theater as a performing art the interpretation and presentation of ideas, emotions, and actions in dramatic form. Students will be introduced to a brief history of theatre (for Introduction to Theater Arts I, history from origins of theater to Shakespeare; for Introduction to Theater Arts II, history from Shakespeare to present) to provide context in which they may better understand theater today. Students will be asked, at various times over the semester, to participate in acting exercises, improvisational exercises, read, write critically, write and perform speeches, and to put on an in-class play. Note: Class materials will be either on-line, available in any library, or distributed in class (handouts). Acting and Character Development Grades 9-12 One Semester Course... ½ credit This course is designed for the student who wishes to learn about acting and to develop acting skills, vocal characterization, body movement, movement exercises and concentration techniques. Students will learn about various aspects of completing a character study, including character/role building, movement, costumes, and make-up design/application. Students will develop their acting skills on many levels through methods including in-class performances, improvisation, oral interpretation, observation, accents, silent body movements, and accuracy in period speech and movement. This class is hands-on; students use monologues and scenes from various plays to identify and work on the process of building a character, as well as the importance of movement and experimentation in acting. Students may rehearse shows from the current semester. Materials change each semester. Upper School Plays The theater arts department will stage two or three plays during the year, and all upper school students are invited to audition for parts in those plays. Students who participate in the plays learn about blocking, costume design, set construction, lighting, and all the other elements that contribute to a successful dramatic production. 9

English and Language Arts As we teach the value of inquiry and require students to take initiative in class discussion, students become responsible for their own learning. Moreover, when the English courses for grades 7-11 correspond with the history courses, the experience is enriched because we study literary works from a multitude of genres and cultures with core texts. Thus, over the course of one s academic studies at The Out-of-Door Academy, students will be exposed to a rich variety of major works from classical, British, American, and world literature. These core texts are supplemented by other works chosen by the individual teacher to meet the needs of his/her particular courses. 7th Grade Language Arts The 7th Grade Language Arts Course offers an extensive writing program. While fiction writing (stories and poetry) remain a part of the program, non-fiction writing, particularly essays with a thesis statement, and research papers become a major part of a student s portfolio. Student writing is also enhanced by the formal study of grammar, and students are expected to apply lessons learned in grammar to their writing. In literature, students learn about plot lines, conflict, themes, characterization, styles and interpretation. Class discussions, quizzes, group work and reading portfolios are some of the ways students respond to the books, whose themes complement the students work in history. Students are expected to display improvement in their writing and reading skills during the year in preparation for their 8th grade year. 8th Grade Language Arts The main goal of the 8th Grade Language Arts Course is to instill in students a love of reading and writing, and to build on the foundation in grammar, reading comprehension, and composition begun in 7th grade. The books for the course are chosen on the basis of themes that complement the four topics and essential questions of the students Topics in American History course. Subjects for student essays are derived from the literature, and students are expected to incorporate the grammatical, mechanical, and stylistic skills they learn during formal grammar lessons. In their writings, students are also expected to use vocabulary comprised of words from the novels and words taken from standardized tests. English 9 World Literature I This course is an introduction to literary genres and provides students with an exposure to the foundations of English language and literature. In addition to on-going vocabulary and grammar study, students will explore, analyze, and interpret literature written hundreds, even thousands, of years ago. In this literary investigation of various genres, students will learn how these works relate to today s headlines as identity, leadership, relationships, rights and responsibilities, use and abuse of power, and other themes are explored. During the year, students obtain a solid understanding and working knowledge of literary elements; critical, rational thinking; and clear, intelligent writing. Students are also encouraged through close peer and teacher interaction to approach new situations openly and insightfully and to work congenially, respectfully, and productively with classmates and the ODA community. English 10 World Literature II This course encourages exploration that transcends self-awareness. The literature studied in this course is reflective of an everchanging world in which colonialism, feminism, racism, ethnocentrism, class-ism are, at once, crucial sociological discussions and literary elements. Continuing to hone critical faculties of reading, speaking, listening, and writing, we will investigate, analyze, interpret, and explore literature written years ago that connects directly with the history it illustrates. We will consider and analyze how literature is written and how stories are told by becoming increasingly familiar with literary terms and techniques by reading and analyzing a variety of texts. A focus on analytical/critical essays will culminate with the production of a literary research paper. Honors English 10 World Literature II The honors level class assumes that the student has a natural interest and drive to succeed in English. The material and pacing in the honors section is generally more challenging. Students are expected to have a higher than average degree of comfort and competence with writing, analysis, discussion, and grammar. 10

English 11 American Literature This course is designed to complement the junior course in American history, providing students with a broad, historical survey of American literature. It emphasizes the comprehension, analysis, and interpretation of literature written by authors ranging from Hawthorne to Fitzgerald, and Whitman to Irving. The study of these authors, and other thinkers and artists, serves as a springboard for seminar-style discussions, reflective and expository writing, and further development of critical and creative thinking skills. Writing instruction focuses mainly on expository and critical compositions; however, some creative writing is included. Vocabulary and grammar are emphasized, both for SAT preparation and for understanding words in their literary contexts. Honors English 11 American Literature Honors American Literature is a chronological and cumulative course, which means that we move from oldest to newest on a timeline from the Puritan period to post-modernism. Honors American Literature extends beyond the traditional curriculum in both breadth and depth of study, as well as provides problem-seeking and problem- solving opportunities for students. Students are expected to devote additional time and effort to honors work and, in turn, have greater opportunities for discovering what makes each text quintessentially American through exploring a variety of genres including novels, dramas, essays, poems and short stories. Honors work affords students the chance to become actively involved in the literature and content, learn about scholarly and creative processes by participating in them, and personalize the learning experience through imagination, critical analysis, and application. The completion of a literary research paper is required. AP Language and Composition Prerequisite: Recommendation of Department According to the College Board, this course engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. In this course, the students will explore how the novel, compared to the autobiography, offers different possibilities for writers and how classical debate or argument influences in ways that are not the same as those used in consensus building. This course assumes that students already understand and use Standard English grammar; the intense concentrating on language use in this course should enhance their ability to use grammatical conventions both appropriately and with sophistication as well as to develop stylistic maturity in their prose. The completion of an argumentative research paper is required. English 12 British Literature This course focuses on British literature through close study of fiction, drama and poetry that span centuries. From Beowulf to Shakespeare to Rushdie, the course will highlight the social, political, and cultural influences of the various literary periods and how each movement is a reaction to its predecessor. Additionally, students continue to hone their critical reading, writing, and analytical skills as they prepare for college. It is designed to help broaden students appreciation for various writing styles and ways of thinking that are distinctively British. Honors English 12 British Literature Honors British Literature is a course that will focus on English Literature of the British Isles. We will analyze literary works in a number of ways: as unique literary structures, as representatives of a particular type of literary genre, as examples of a literary style or movement, and as products of a historical and cultural context. We will study epic, satire, lyric, and fictional narratives. Using fiction and non-fiction, students will integrate critical thinking skills with effective written analysis. Honors British Literature extends beyond the regular curriculum in both breadth and depth of study and students are expected to devote additional time and effort to honors work. The completion of a literary research paper is required. 11

AP Literature and Composition Prerequisite: Recommendation of Department As the College Board suggests, this course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students should consider a work s structure, style, and themes as well as such elements as the use of figurative language, imagery, symbolism and tone. Students will be expected to critically answer questions such as What is the author s intended message? How does the author successfully convey his/her message? And Why or for what purpose is this piece written? This course will cover works from several genres and periods from the sixteenth century to the twentieth century, stressing that students become very familiar with a few works. Students will be expected to read deliberately and thoroughly, taking time to understand a work s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. Additionally students are required to consider the work s literary artistry as well as the social and historical values it reflects and embodies. Completion of a literary research paper is required. Journalism Students enrolled in this course will study the principles and practices of journalism as well as journalism's role in a democratic society. They will explore journalism's impact on public policy, private lives, and the increasing role of citizens within the context of the contemporary convergence of multimedia. Class discussions will address the historical development and future of the field, including new technologies and changing strategies. Techniques, methods, and models guiding the contemporary practice of journalism will be given particular emphasis. Students will read works from journalists from a variety of genres to gain insight on how they gathered and reported news and information. They will cover news, feature, and profile writing, cultural commentary, oped, and narrative journalism. The fundamental skills of a journalist will be introduced, including research and interviewing, factchecking and attribution, style and persona. Students will also be responsible for the composition, editing and production of The Out-of-Door Academy student newspaper. Yearbook This semester-long course requires extracurricular time, including any necessary afternoon and weekend sessions. The purpose of the course is to produce the annual The Out-of-Door Academy yearbook. Teamwork, creativity, and dedication are essential in the production of a quality yearbook. The objectives are to evaluate visual aspects of old yearbooks, analyze writing in old yearbooks, discuss the elements of theme as they are covered in Out-of-Door Academy s high school yearbook, and collect and assemble examples from magazines of graphic elements, type styles and copy writing that could be used in the design of the school yearbook. 12

World Language Program The vision of the World Language Program is to offer a quality program that encourages richness and depth of communication, knowledge and understanding of other cultures, and openness to diverse ideas and perspectives. Early adolescence offers a unique opportunity to explore different languages. In 7 th grade, students will choose two of the three languages offered and participate in a semester long course in two different languages. Spanish Language and Culture is one of the options presented along with Exploratory Latin and/or Exploratory French. The ability to make many connections is important in sequential courses of study such as world languages. Cultural elements are targeted as students learn vocabulary and grammar in a rich, interactive context. French Exploratory In this half year class, students will learn survival French in the form of short dialogs, greetings and more. They will become familiar with French sentence structures. They will become acquainted with the culture of various French- speaking countries. Emphasis will be placed on oral understanding, pronunciation and participation. A great deal of language acquisition will be done through games and role-playing. Latin Exploratory The goals of this course are to explore various aspects of Roman civilization and the Ancient World through the study of mythology, history, culture, everyday life, and more. Students will also learn Latin vocabulary and begin to read Latin sentences and short stories based on mythology and Roman culture. This course is a good introduction to the Classical World and gives students a foundation for future language study. Spanish Language and Culture Many students who participate in this course have already had some exposure to Spanish. The goals of this course are to continue the enrichment that another language offers through an immersion of culture and language. The emphasis is on listening and speaking. Lessons are presented in a thematic way and topics are of interest to young students. French I This course is for beginning French students. They will engage in simple conversations and readings. Grammar and vocabulary are always stressed. Our focus is to understand and to communicate in the target language. French II This course is designed to help the student develop proficiency in the four basic skills of listening, speaking, reading, and writing. Although emphasis is placed on conversational skills, a comprehensive study of grammar and the cultural aspects of France and other French-speaking countries are also encouraged through reading, videos, and role-playing. French III Grammatical concepts are reviewed and reinforced through the reading and writing of compositions. Short stories, poems, fables, and works by Antoine de St. Exupery, Jean de La Fontaine, Victor Hugo, and others will be read and fully discussed. Newspaper and magazine stories, as well as other Internet material will be used. French IV The purpose of this course is to strengthen knowledge of grammatical structures and to develop more fluency by immersing students in various situations that demand the use of the target language. By using videotapes and the Internet, in addition to regular materials, students improve their auditory comprehension and use of idiomatic expressions. French V This class is designed for students who have demonstrated a high level of proficiency in French. Emphasis is placed on contemporary language. The material used in this class comes from the Internet, magazines, and television since current world issues are the main topic. Students must be ready to do a lot of writing and reading, translating, answering questions, and summarizing news releases as well as oral presentations about current events. 13

AP French Language Prerequisites: Prerequisite: Recommendation of Department As explained by the College Board, Students who enroll in AP French Language should already have a good command of French grammar and vocabulary and have competence in listening, reading, speaking, and writing. The French AP course will focus on developing and improving these skills and will require from students the ability to understand spoken and written French in various contexts as well as the ability to express themselves coherently in oral and written forms. Latin I Students in Latin I will develop students listening, reading, writing, and translating skills at the beginning level. Acquisition of vocabulary and new grammar is achieved through contextual and cultural Latin texts, as well as direct instruction. Students will gain the tools necessary to move into Latin II. Latin II The Latin II course will continue to build upon the student's study of Latin. In this course, students will continue to acquire vocabulary, learn more advanced grammar, and improve the speed and accuracy of their reading and translation. In addition, the culture of the Romans and of the Ancient World will be woven into each lesson. Latin III Students in Latin III will begin to prepare for the reading, translation, and comprehension of authentic Latin literature. Latin III students will study more advanced grammar and an increased amount of vocabulary. Students will also be encouraged to form some critical responses to the literature and ideas presented to them. In addition, we will continue to explore different areas of Roman culture and begin discussing the time period of late Republican Rome. Latin IV In Latin IV, students will enter into the final stages of advanced Latin grammar, and will begin to translate authentic Latin literature. Students will be introduced to various poets such as Catullus, Horace, and Vergil. Latin IV begins the transition from intermediate Latin into Latin V or the AP Vergil course. Students will also be expected to start developing critical writing skills relating to the literature read in class. In addition, students will study the history of the time period just after the death of Caesar to the rise of Augustus through the Latin texts in our book. AP Latin Prerequisites: recommendation of previous year s teacher and approval of the Head of Department. The student must sign an AP contract. This course is intended for those who have demonstrated excellence at levels three and four and who wish to prepare to take the Advanced Placement Vergil Examination. Students will spend the year on Vergil s epic, The Aeneid, working to master understanding of the author s poetic style, his rhetorical devices, and the overall significance of the work to Roman history and world literature. Grammar study will be mostly limited to structures exclusive to the author. In addition to nightly translation, students can expect regular critical writing assignments in preparation for the exam in the spring. Spanish I This course is designed for eighth grade students and/or any upper school student new to the study of Spanish language. This course focuses on developing strong foundation skills in the target language. Students learn vocabulary in thematic units and participate in a variety of classroom activities that enable them to use their new vocabulary and grammar structures. The goal of the course is to help students attain a beginning level proficiency in listening, speaking, reading, and writing. 14

Spanish II This course is designed to help students develop proficiency in the language skills of listening, speaking, reading, and writing. Although emphasis is placed on conversational skills, vocabulary and grammar continue to be stressed as students move from controlled to creative responses within the context of a particular theme, idea, or situation. Spanish III Grammatical concepts are reviewed and reinforced through the reading of short stories, magazines and newspaper articles. Internet educational websites are explored as a resource for both individual and collaborative projects. The geographical, historical and cultural aspects of Spain and selected Hispanic countries are examined and discussed. Students will write short compositions and will be encouraged to use the target language exclusively in class. Spanish III Honors Prerequisite: Recommendation of Department Spanish III Honors is an advanced course that goes beyond the goals and performance outcomes of Spanish III in terms of depth and extent of content. Although not the only criteria, a grade of A or A- in the previous level Spanish class is required. Other requirements include a strong recommendation by the previous Spanish teacher and superior skills in listening, reading, writing and speaking. Students must demonstrate that they can handle the extra workload of an honors class. Oral communication in the target language is stressed and students explore the complexities of Spanish language and culture through a variety of media and material. Spanish IV The goals of this course are to develop better reading skills in a variety of text types ranging from newspaper and magazine articles to modern short stories; to review grammar with an emphasis on advanced structures; to practice writings in a variety of formats; to increase general vocabulary in order to develop spontaneous participation in any conversational situation. Classroom participation is a major component of this course. Spanish IV Honors Prerequisite: Recommendation of Department Spanish IV Honors stresses conversation in the target language, reading comprehension and composition. Teacher recommendation as well as successful completion of Spanish III Honors is required in order to enroll in this course. Students must demonstrate a high level of proficiency as well as the motivation and commitment to engage in extra readings and projects as assigned by the professor. Speaking, reading, listening and writing skills are refined as students move towards an advanced level of Spanish. The interactive communicative approach in this class is designed to provoke cultural comparisons and connections, analysis, and expression of ideas. Spanish V In this course, aimed at developing communicative competency, students will understand and interpret written and spoken Spanish on a variety of topics. They will present information to an audience of listeners. They will further their knowledge of other academic disciplines by studying events in the history of Spanish speaking countries as it pertains to the United States. They will recognize distinctive viewpoints and learn about the culture of many Spanish speaking countries. 15

Spanish V Honors Prerequisite: Recommendation of Department This upper level course will introduce students to a variety of literary genres that include short stories, poetry, ad excerpts from novels. In addition, students will explore online newspapers and magazines as a way of interpreting different types of text. Universal themes will be explored. Grammar will be strongly reinforced through reading and students will continue to expand their vocabulary base. Students will interpret, investigate, analyze and synthesize. They will continue to hone their reading, speaking, listening and writing skills. Speaking and writing are vital components of this course. Essays will incorporate the principles of organization and ideas; oral presentations will provide opportunities to synthesize various sources of information. Cultural perspectives of the Spanish-speaking world are continually explored as we broaden and expand our knowledge of Spanish culture and language. Spanish VI Spanish VI is an option for students who have successfully completed Spanish V and who wish to continue their study of the Spanish language without enrolling in the AP Spanish Language course. An intermediate course of study, this class aims at developing communicative competency in speaking and writing through a variety of topics. Grammar and vocabulary structures are reviewed and expanded. Language and culture are integrated as students explore the customs and traditions of people in Spanish speaking countries as well as current events in the countries that are studied. Spanish AP Language and Culture Prerequisite: Recommendation of Department This course is intended for those who have demonstrated excellence at levels three and four and who wish to prepare to take the Advanced Placement Language Examination. An intensive grammar review, considerable practice in writing, daily discussions and oral presentations all contribute to this preparation. The target language is used exclusively in class. 16

History GRADES 7 AND 8 Topics in American History For this two-year sequence, the study of American history will be divided into four main topics: Revolution, Human Rights, Abuses of Power, and World Power. Each topic will entail an in-depth study of major events suitable for that topic, and each will begin with an essential question for instance; What were the roles of ideas and ideals in this revolution? These will be dissected and discussed as the students study that portion of American history. Connecting the topic to the literature will be accomplished as students read a novel whose themes pertain to the topic under discussion. Such underlying questions as the freedoms and responsibilities of an American will be presented throughout the year, allowing broader and deeper understanding of the topic, as well as generating interest and excitement for this new course of study. GRADE 9 World History I: Ancient and Medieval History This course uses a topic-based approach to examine some crucial periods and events in the histories of Mesopotamia, ancient Greece, ancient Rome, India, China, Africa, and Meso-America. Students examine the different kinds of evidence historians work with in their attempts to understand each civilization, and students write papers and create projects that challenge the students to practice the historian s craft. The course also looks at world religions. Each semester students will conduct one independent research project on a topic of particular interest. GRADE 10 World History II: The Making of the Modern World Following a thematic approach, students will explore the most significant forces that guided the development of the modern world. Ideological, political, and social revolutions in civilizations around the world will be placed in historical context as students make sense of the events that led to the World Wars of the first half of the 20th Century. Students will also examine the impact of imperialism and nationalism on several cultures throughout the Middle East, Asia, and Africa. The four themes of the course will be: Revolution of Idea, Political and Social Revolutions, Search for World Peace, and Empire and Colonialism. GRADE 11 American History This course will cover political, economic, and cultural themes in American history from the Age of Exploration and Colonization through to the present. Topics will include the Early Colonies, the Revolution, the ideology behind, and details of, the Constitution, sectional conflict and the Civil War, Manifest Destiny, the impact of industrialization, the reform movements (Progressivism and the New Deal), the World Wars, the United States and the Cold War, and the Civil Rights movement. Issues of race, class, and gender are a central theme. To enable students to develop their critical thinking skills wide use will be made of original documents. AP American History Prerequisite: Recommendation of Department This course will include all topics located on the official A.P. American History syllabus as published by The College Board. The course is designed to help students develop the analytic skills and factual knowledge necessary to deal critically with the issues and events in United States history from approximately 1500 to the present. Students will learn to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. Students will be required to complete extensive reading assignments and to write critical essays about their texts in preparation for the AP exam. 17